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Browsing докторські by Subject "professional training"

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    Система підготовки майбутніх викладачів професійного навчання із застосуванням інформаційно-комунікаційних технологій у процесі вивчення фахових дисциплін (транспорт)
    (2021) Ребенок, В. М.; Rebenok, V.
    Дисертацію присвячено актуальній проблемі підготовки майбутніх викладачів професійного навчання щодо застосування інформаційно-комунікаційних технологій у процесі вивчення фахових дисциплін. Розкрито особливості застосування інформаційно-комунікаційних технологій під час навчання, зокрема: посилення цілеспрямованості, підвищення інтенсивності виконання завдань; поглиблення мотивації; підвищення інтересу до навчальної діяльності; збільшення інформативності занять; прискорення темпу навчальних дій; активізація навчально-пізнавальної діяльності майбутніх викладачів; удосконалення форм організації навчально-виховної діяльності; розвиток навичок і вмінь самоосвіти й самовиховання; активізація навчальної діяльності педагога. Визначено й обґрунтовано педагогічні умови та розроблено модель підготовки майбутніх викладачів професійного навчання у процесі використання інформаційно-комунікаційних технологій на заняттях із фахових дисциплін. Визначено критерії і рівні сформованості знань та умінь із використання інформаційно-комунікаційних технологій майбутніми викладачами (високий, середній, низький) та обґрунтовано математичні методи, за допомогою яких експериментально перевірено ефективність розробленої моделі використання інформаційно-комунікаційних технологій у процесі підготовки майбутніх викладачів професійного навчання. The dissertation is devoted to the actual problem of preparation of future teachers of professional training on application of information and communication technologies in the process of studying of professional disciplines. Domestic and foreign scientific sources on the research problem and normative documents are analyzed and generalized. The structure of modern education, based on new information and communication technologies, with its subsystems – theoretical and methodological, technological, pedagogical, organizational and economic – is revealed. Methodological problems and psychological and pedagogical bases of using information and communication technologies by future teachers of professional training are determined. Methods and organizational forms of training in the process of using information and communication technologies are analyzed. The didactic aspects of increasing the efficiency of professional training of future teachers are revealed and the principles of realization of professional training of future teachers during the application of information and communication technologies in the process of studying professional disciplines are determined. The study identified the features of the use of ICT in the teaching of special disciplines in higher education, in particular: the integration of efforts of software developers to create multifunctional learning tools that provide the ability to adapt to the requirements of a particular higher educational establishment; modern ICTs are a significant addition to traditional forms of education, they increase the efficiency of classes; informatization of education leads to significant changes in forms and methods of teaching; the greatest pedagogical effect is achieved under the condition of complex use in the educational process of the possibilities of ICT tools during the organization of various forms of educational activity; the introduction of computers into the educational process does not lead to the displacement of the teacher or reduction of his role. The consequences of the use of information and communication technologies during training are determined, in particular: strengthening of purposefulness, increase of intensity of performance of tasks; deepening motivation; increasing interest in educational activities; increasing the informativeness of classes; accelerating the pace of learning activities; intensification of educational and cognitive activities of future teachers; improving the forms of organization of educational activities; development of skills and abilities of self-education and self-education; intensification of educational activity of the teacher; structure, components of professional training in the process of application of information and communication technologies by future teachers in classes on professional disciplines. It has been found that the introduction of computers into the educational process changes the role of teaching aids used in the teaching of professional disciplines, and the use of information and communication technologies transforms the learning environment in which the learning process takes place. It is established that the basis for the formation of a modern concept of professional training of future teachers of higher education in the system of development and use of information and communication technologies are several sources. The effectiveness of telecommunications networks in education is mainly determined by the types of network service and network technologies used, and the formation of knowledge and skills on the basics of electronic equipment of modern cars in the classroom should be carried out on a scientific basis using ICT, interdisciplinary links, teachers in the process of studying professional disciplines. Information and communication technologies are divided into: hardware (personal computer and its main components, local and global networks, modern peripherals); software (system, application, tool, universal). The pedagogical conditions are defined and substantiated and the model of preparation of future teachers of professional training in the course of use of information and communication technologies at employment on professional disciplines is developed. It was found that the use of information and communication technologies by future teachers of vocational training in the study of professional disciplines in higher education institutions is ensured by the creation of a holistic system of pedagogical conditions. The pedagogical conditions that ensure the effectiveness of the use of information and communication technologies by future teachers in the study of the transport industry are based on three main provisions: the functioning of the system can be investigated by analyzing the structural and functional relationships between elements; the organization of the system is possible due to the management and control over the elements that make it up; the organization of the system is subject to a specific goal that determines its functioning. The use of information and communication technologies as a means of teaching and learning is appropriate in the context of various organizational forms, such as: training and practical exercises, modeling, consultations and seminars, educational network systems, hypermedia programs. A model of training future teachers of professional training in the use of information and communication technologies in the educational process in classes of professional disciplines, which consists of four blocks (target, content, technology, performance and evaluation) and implements the following functions: information, information and representation, educational, systematizing, transformational, integrative, coordinating, consolidation and control, developmental and educational, consultative. The levels of formation of knowledge and skills in the use of information and communication technologies by future teachers are determined: high, medium, low and mathematical methods are substantiated, which experimentally tested the effectiveness of the developed model of information and communication technologies in training of future teachers.
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    Теоретичні та методичні засади формування конфліктологічної компетентності майбутніх учителів іноземних мов у процесі професійної підготовки
    (2021) Поліщук, Г. В.; Polishchuk, H.
    Дисертацію присвячено актуальній проблемі вивчення теоретичних і методичних засад формування конфліктологічної компетентності майбутніх учителів іноземних мов у процесі професійної підготовки. У дисертації визначено основні контексти й причини педагогічних конфліктів у закладах вищої освіти; критерії, структурні компоненти, рівні сформованості конфліктологічної компетентності майбутніх учителів іноземних мов у процесі професійної підготовки. Розроблено авторську концепцію формування конфліктологічної компетентності майбутніх учителів іноземних мов у процесі професійної підготовки на основі взаємопов’язаних парадигм (гуманістично-розвивальної, вітакультурної, компетентнісної). Запропоновано три групи педагогічних умов формування досліджуваного феномена: психолого-педагогічні, дидактичні та організаційно-педагогічні. Розроблено й апробовано концептуальну модель формування конфліктологічної компетентності майбутніх учителів іноземних мов у процесі професійної підготовки. The dissertation is devoted to the currently central problem of studying the theoretical and methodical bases of conflictological competence formation of future foreign language teachers in the process of professional training. The criteria (presence of conflictological knowledge and skills, formation of positive motivation, presence of certain behavioral forms and strategies of conflict resolution), structural components (cognitive-reflexive, motivational value, operational-corrective), levels of conflictological competence formation of future foreign language teachers in the process of professional training (high, average, low) and basic contexts (cross-cultural, communicative, intrapersonal); the main causes of pedagogical conflicts in higher education institutions are determined. The work presents the author’s interpretation of the basic concepts of the research: conflictological competence (ability and readiness to minimize destructive forms of conflict and give them a socially positive direction); conflictological competence of future foreign language teachers (integrated personal notion based on the system of scientific knowledge about the conflict, skills, practical experience of conflict resolution, which are purposefully developed in such contexts of conflictological training of higher education institution as cross-cultural, communicative and interpersonal). The common and distinctive features of the concepts «conflict competence» and «conflictological competence» are considered. The author's concept of conflictological competence formation of future foreign language teachers in the process of professional training based on three interconnected paradigms (humanistic-developmental, vitacultural, competence) is developed. Methodological approaches to the research problem are determined: humanistic, axiological, systemic, competence, environmental, personal-activity, communicative and strategic-conflictological. Three groups of pedagogical conditions are offered, namely: psychological and pedagogical, corresponding to ensuring the transformation of socially significant values into particular value priorities of the personality; didactic, providing expansion of conflictological knowledge of the students in the process of psychological and pedagogical disciplines teaching and the organization of cooperation in dialogization of educational process; organizational and pedagogical, ensuring the inclusion of the use of mediation as modern technology for the conflictological competence formation in the process of professional situational training of conflict direction, the development of skills and abilities to prevent and avoid bullying. A conceptual model of conflictological competence formation of future foreign language teachers in the process of professional training is developed. All blocks of the model are interconnected, and the model itself became the basis for testing the developmental program of the studied phenomenon formation (motivational and stimulating, professional and practical, reflexive-corrective stages). The effectiveness of the developmental program of conflictological competence formation of future foreign language teachers in the process of professional training is proved by comparing the results of the ascertaining and educational experiments, determining its positive dynamics using the methods of mathematical statistics i.e. comparing the levels of conflictological competence of future foreign language teachers of experimental and control groups; determination of Pearson’s correlation coefficient (probability level < 0,01) X 2 > X 2 r. = 12,10 > 9,21 for the probability level α=0,01.